Instruction, Assessment, and Intervention Practices in DMDL: A Multiple Case Study

Abstract

The study aimed to determine the teaching practices of senior high school faculty in an integrated school in Calamba City, Laguna Philippines, offering a digital modular distance learning modality. Specifically, it sought to determine how teachers facilitate instruction, assess learning, and remediate least learned competencies.

            This paper utilized a multiple case study design. The researcher utilized Google Forms in gathering data and probed further by means of Facebook messenger, text messages, and face-to-face interviews. Results revealed that instruction began with the careful crafting of weekly home learning plans (WHLP). Teachers designed video lessons, put up feedback mechanisms, and designed learning activity sheets. In terms of assessment, they combined paper-and-pencil tests with task-based and web-based assessments. Lastly, interventions are done using paper-and-pencil tests, web-based assessments, teacher-made videos, and task-based assessments. Other interventions included home visitations and parent-teacher conferences.

            In conclusion, instruction in the DMDL required careful planning of the WHLP which involved the selection of materials to supplement the teaching-learning process. Assessment in this modality was a combination of traditional and web-based assessments. Interventions, on the other hand, could be academic and non-academic. For academic, further assessments and activities were provided to students whereas home visitations were conducted for those students with other concerns. The researcher recommended for future research the utilization of other research designs to verify the findings of the research in other contexts. Future researchers could consider having larger samples. The researcher also recommended to explore the possibility of DMDL in a post-pandemic scenario.